Write – Rewrite: results of a survey

Abstract

Rewriting as a pedagogical practice is at the center of numerous discourses in writing teaching, a place of convergence of numerous approaches and theoretical anchors. Among the meanings of rewriting, the activity of transforming a written product is the most retained. Coming back to your text, (re)working it again according to production instructions is a teaching/learning situation that most language teachers practice more and more in their class. Many aspects linked to this practice underline the complexity of the writing task while making it necessary to go through the explanation of the issues that this same practice induces: negotiation, reflection and distancing. The few results that we present mainly account for these dimensions.